Supporting Minds: An Educator's Guide to Promoting ...

1 Supporting Minds A n E d u c a t o r 's G u i d e t o P r o m o t i n g Students' Mental Health and Well-being Draft Version 2013. The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095).

2 Contents Preface 4. PART ONE: INTRODUCTION 5. The Role of Supporting Minds 6. Guiding Principles 6. How to Use Supporting Minds 7. Understanding Child and Youth Mental Health and Addiction Problems 9. Overview of Child and Youth Mental Health and Addiction Problems 9. Causes of Problems 11. Observing Signs and Symptoms of Problems 12. Privacy Considerations 13. Supporting Students Who Are Receiving Treatment 14. Educational Implications for Students 14. Considerations Related to Immigrant and Refugee Children and Youth 14. The Role of Educators in Supporting Students' Mental Health and Well-being 16.

3 Creating a Positive Classroom Environment 16. Reducing Stigma: Talking in the Classroom about Mental Health 19. Knowing Your Students 19. Talking about Mental Health with Parents and Students 20. References 24. Une publication quivalente est disponible en fran ais sous le titre suivant : Vers un juste quilibre : Guide l'intention du personnel scolaire pour promouvoir la sant mentale et le bien- tre des l ves, 2013. Version provisoire. This publication is available on the Ministry of Education's website, at PART TWO: RECOGNIZING AND RESPONDING TO MENTAL. HEALTH PROBLEMS AMONG STUDENTS 27.

4 1. Anxiety Problems 28. What Is Anxiety? 28. What Do Anxiety Problems Look Like? 28. What Can Educators Do? 31. Background Information 37. References 39. 2. M. ood Problems: Depression and Bipolar Disorder 41. (a) Depression 41. What Is Depression? 41. What Do Depression-related Symptoms Look Like? 42. What Can Educators Do? 44. Background Information 48. (b) Bipolar Disorder 50. What Is Bipolar Disorder? 50. What Does Bipolar Disorder Look Like? 50. What Can Educators Do? 52. Background Information 54. References 54. 3. A ttention and Hyperactivity/Impulsivity Problems 59. What Are Attention and Hyperactivity/Impulsivity Problems?

5 59. What Do Attention and Hyperactivity/Impulsivity Problems Look Like? 60. What Can Educators Do? 62. Background Information 69. References 70. 4. Behaviour Problems 75. What Are Behaviour Problems? 75. What Do Problems with Behaviour Look Like? 77. What Can Educators Do? 78. Background Information 85. References 86. 5. E ating and Weight-related Problems 88. What Are Eating Problems and Weight-related Problems? 88. What Does the Spectrum of Eating and Weight-related Problems Look Like? 89. What Can Educators Do? 91. Background Information 95. References 96. 6. Substance Use Problems 99.

6 What Is Problem Substance Use? 99. What Does Problem Substance Use Look Like? 101. What Can Educators Do? 103. Background Information 106. References 108. 7. Gambling 113. What Is Problem Gambling? 113. What Do Problems with Gambling Look Like? 115. What Can Educators Do? 117. Background Information 117. References 118. 8. Self-harm and Suicide 121. (a) Self-harm 121. What Is Self-harm? 121. What Does Self-harm Behaviour Look Like? 121. What Can Educators Do? 122. Background Information 124. (b) Suicide 126. What Are Suicidal Thoughts and Behaviour? 126. What Do Suicidal Thoughts and Behaviour Look Like?

7 127. What Can Educators Do? 130. Background Information 134. References 137. Appendix A: Related Provincial Initiatives 143. Appendix B: The National and International Context 147. Appendix C: Mental Health Action Signs 148. Acknowledgements 150. Preface In June 2011, the Ontario government released the document Open Minds, Healthy Minds: Ontario's Comprehensive Mental Health and Addictions Strategy, which outlined a comprehensive strategy for addressing mental health and addiction problems. The aim of the strategy is to reduce the burden of mental illness and addictions by ensuring that all Ontarians have timely access to an integrated system of excellent, coordinated and efficient promotion, prevention, early intervention, community support and treatment programs (Ontario, Ministry of Health and Long-term Care, 2011, p.)

8 7). The focus for the first three years of the strategy is on children and youth, with supports targeting three key areas: fast access to high-quality services, early identification and support, and help for vulnerable children and youth with unique needs (see Appendix A). Because schools and school boards play an important role in Promoting awareness, prevention, and early intervention, and in connecting students to community services, the strategy explicitly recognizes the need to build school-based capacity in this area. The present document, Supporting Minds, was created in response to this need.

9 It was developed on the basis of a comprehensive survey of current research as well as consultation with experts and practitioners in the field, It provides educators with the information they need to support students with mental health and addiction problems through early recognition and effective classroom strategies. By offering strategies to assist some of our most vulnerable students, this Guide reinforces the three core priorities for education in Ontario: high levels of student achievement reduced gaps in student achievement increased public confidence in publicly funded education Supporting Minds is intended to complement, rather than supersede, school board initiatives related to Promoting student mental health and well-being.

10 4. Part One Introduction Basic Facts about Childhood Mental Health Problems Approximately 20 per cent (one in five) of children and youth have a mental health problem (Waddell et al., 2002). Mental health problems can seriously impair children's ability to be successful at school and in their relationships with their peers. These children are not bad kids, nor are their parents bad parents. Mental health problems are treatable. Early prevention is important. Treatment can assist in reducing symptoms but does not provide a cure . the child will still need understanding and support. Source: Adapted from CYMHIN-MAD, 2011.